All children are unique and learn and develop at their own pace. Universal Design for Learning (UDL) supports all children to meaningfully participate in the classroom by offering multiple means of representation (sharing content), engagement (accommodating different learning styles/preferences), and expression (demonstrating understanding). When applied to early literacy instruction, implementing UDL practices can support and empower all children to develop essential literacy skills. Let’s explore the principles of UDL and how they can be effectively integrated into early childhood settings, particularly early literacy instruction.
1. Multiple Means of Representation
Offering multiple means of representation refers to providing information to children in diverse and flexible ways. Children process information differently, so presenting content in varied ways is key.
- Visual supports: Pair spoken words with images or symbols. For instance, use picture cards to represent key vocabulary like “cat,” “ball,” or “run.”
- Multisensory materials: Incorporate tactile letters (like sandpaper letters) or apps that read aloud and highlight text to reinforce letter recognition and phonemic awareness.
2. Multiple Means of Engagement
Engagement is crucial for fostering a love for literacy and motivating children to actively participate in learning. UDL promotes multiple means of engagement by providing options that cater to individual interests, strengths, and preferences. Young children are naturally curious, but they engage in different ways.
- Choice-based reading: Offer a variety of books—board books, textured books, and picture books—and let children choose what to explore.
- Interactive storytelling: Use puppets, songs, or felt boards to bring stories to life. For example, while reading Brown Bear, Brown Bear, What Do You See?, children can use animal puppets to act out the story.
3. Multiple Means of Action and Expression
Expression refers to the ways in which children can demonstrate their understanding and communicate their thoughts and ideas. UDL encourages providing diverse means of expression, allowing children to express themselves in ways that suit their strengths and preferences. Some children may excel in verbal expression, while others may prefer visual or artistic mediums. By offering alternatives, such as drawing, storytelling, and pretending, UDL enables children to showcase their comprehension and creativity in ways that best align with their abilities. This fosters a sense of confidence and self-expression, encouraging children to actively participate in literacy activities.
- Dramatic play: Set up a pretend post office or grocery store where children can “write” shopping lists or “read” signs.
- Art and movement: Encourage children to draw their favorite part of a story or act out a character’s actions. For example, after reading The Very Hungry Caterpillar, children can sequence the story using pictures or act out the caterpillar’s transformation.
UDL recognizes that children have unique learning profiles and individual needs. Embedding UDL principles into early literacy instruction can effectively differentiate instruction and provide personalized learning experiences. By incorporating multiple means of representation, engagement, and expression, UDL supports high-quality inclusive learning environments where all children can thrive and succeed. Flexibility is the cornerstone of UDL—offering varied paths to learning that honor each child’s unique strengths and needs.
Check out this link for information on UDL in early childhood settings: https://eclkc.ohs.acf.hhs.gov/publication/universal-design-learning-udl
Lynne Hall is a Research Associate at the Early Childhood Center. She holds a Master of Science in Education and an Indiana instructional teaching license (Early Childhood Education and Services; Elementary/Primary Generalist; Elementary/Intermediate Generalist). She formerly taught preschool in a variety of settings for over 15 years. Her expertise includes early literacy instruction, equity in early childhood education, and inclusive classroom practices.
Email her at hallma@iu.edu
Leave a Reply